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What is your biggest hope for talkingabout the history of Canada's Indigenous People and the Indian Residential Schools?

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What is your biggest hope for talkingabout the history of Canada's Indigenous People and the Indian Residential Schools?

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What is your biggest fear for talking about the history of Canada's Indigenous People and the Indian Residential Schools?

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What is your biggest fear for talking about the history of Canada's Indigenous People and the Indian Residential Schools?

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What do you see?
What questions would you need to have answered to interpret this image?
Given the context of my showing this image, what do you think the artist is trying to say? and to whom?
https://www.facinghistory.org/resource-library/teaching-strategies/analyzing-visual-images-and-stereotyping

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Framing the history of the Indian Residential Schools

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Framing the history of the Indian Residential Schools

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I want to get rid of the Indian problem.  I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone… Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department, that is the whole object of this Bill.”

Duncan Campbell Scott

Deputy Superintendent

Department of Indian Afairs (1913-1932)

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Read the following 2 readings.  Take a moment to journal your response to the questions on the pedagogical triangle.  Then forming a group of 2-3, discuss your responses together using the Learn to listen, listen to learn protocol

You have 30 minutes to read, journal and discuss your reflections

The Welcome, p 130

A Spectre in Our Midst, p 182

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A Spectre in our Midst

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What did you find emotionally challenging or evocative?

What ethical questions do these readings raise for you?

CONNECT: What connections are you making to history, your experience or the world? How does it EXTEND your understanding of the IRS? What CHALLENGEs you and raises questions for you?

Learn to Listen, Listen to Learn Protocol

1. Each student now has the opportunity to share a part of his/her journal entry with the group.

2. During this go-around, no one should interrupt the speaker.

3. When it is each student's turn to share, he/she should not directly respond to a point someone else has made. Instead, the sharing should focus on the individual's own journal entry.

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What steps can you take toward reconciliation?